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1049 > Principles Of Intervention > Flashcards

Principles Of Intervention Flashcards

1
Q

an ambition you want to achieve, based on the assessment results, current EBP, and family preferences

A

Goal

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2
Q

Example of goals (mcleod)

A
  1. improving the child’s speech intelligibility
  2. surgical repair of a cleft of the soft palate
  3. developing the child’s emergent literacy skills to ameliorate future risk of literacy difficulties
  4. developing a child and communication partner’s competence to use an AAC
  5. increasing the child’s verbal interaction with peers at preschool or school
  6. reducing immediate consequences of SSD
  7. equipping families with strategies for revolving communication breakdown
  8. increasing family members’ and relevant professionals’ \ knowledge about SSD to dispel false beliefs and myths, and
  9. improving communication partners’ abilities to listen to a child with SSD so that the child’s messages are understood
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3
Q

What are the 3 perspectives on how to manage SSD in children

A

● Impairment-based
● Social-based
● Biopsychosocial perspective using ICF

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4
Q

consistent with the medical model

A

Impairment based

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5
Q

Communication difficulty is in the child and that the difficulty can be treated by giving the child missing processing skills or knowledge

A

Imapirment-based perspective

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6
Q

goal of impairment-based perspective

A

Help the child learn the missing processing skills or knowledge

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7
Q

considers the impact of a child’s communication differences within society

A

Social-based perspective

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8
Q

Goal of social-based perspective

A

Socialization skills

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9
Q

integrates both the impairment and social perspectives

A

Biopsychosocial perspective using ICF

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10
Q

Operationally defined goals proponents

A

Hedge, Klein, and Moses

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11
Q

The 6 operationally defined goals are

A
  1. Behavior or attitude to be learned
  2. Tasks that will be used to measure
  3. Who will measure
  4. Setting where measurement will take place
  5. Criterion
  6. Total expected duration of intervention
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12
Q

a hierarchically organized network of goals designed to achieve a basic or long-term goal

A

Goal Framework

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13
Q

T or F number of goals within a hierarchy reflects both the nature of the problem and the impact of the problem

A

True

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14
Q

Summarizes what needs to be achieved before a child and his or her family can be dismissed from intervention services

A

Long-term goals

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15
Q

Describes the specific behavior or skill being targeted to achieve the LTG

A

Short-term goals

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16
Q

type of data collected over the course of intervention, to evaluate intervention efficacy

A

Generalization probes

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17
Q

Based on STGs.

A

Session goals

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18
Q

for any child with an SSD, who has a reactive temperament, and fear of failure.

A

Traditional approach

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19
Q

What do we do traditional approach?

A

Select an early, developing, stimulable speech sound from the list based on the analysis and work through that list developmentally and sound by sound

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20
Q

What are the traditional developmental intervention targets?

A

1.Processes that occur frequently but are optional.
2. Processes that affect sounds that are stimulable or sounds that are within a child’s phonetic inventory.
3. Processes that affect intelligibility
4. Processes that affect early developing sounds.

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21
Q

This is for any child with SSD, who has no confounding difficulties and is a confident risk-taker

A

Complexity Approach

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22
Q

What do we do in the complexity approach

A

One or two complex phonological targets are worked on to induce a widespread change in a child’s phonological system

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23
Q

the constituents or parts of systems, and how they interrelate with one another in organized hierarchies(

A

Complexity

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24
Q

process by which children’s phonological systems change is guided by

A

Learnability

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25
Q

Geirut (2001) proposed 4 categories for describing complexity targets:

A

○ complex articulatory phonetic factors
○ complex linguistic structures
○ complex clinical factors
○ complex psycholinguistic structure

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26
Q

Complex intervention targets

A

Non-stimulable, phonetically more complex segments or true consonant clusters that are associated with the least productive knowledge for an individual child.

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27
Q

for children with severe to profound phonological impairment.

A

Cycles Approach

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28
Q

Targets of cycle approach

A

processes or patterns in the child’s speech in a predetermined order.

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29
Q

CYCLES APPROACH is suited for children who have SSD characterized by:

A

○ primary target patterns
○ secondary target patterns
○ advanced target patterns

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30
Q

developed by Willams (2003) following the development of Systemic Phonological Analysis of Child’s Speech (SPACS)

A

Systemic (Functional) Approach

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31
Q

Systemic (functional) Approach considers

A

considers the functions of words within the child’s phonological system.

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32
Q

Systemic approach target selction

A

The selection of targets is based on the phoneme collapses.

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33
Q

recommended for children with large collapses of contrast in their phonological system.

A

Systemic approach

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34
Q

developed by Bernhardt & Stemberger in 2000. They used nonlinear phonological theories to guide the analysis of a child’s speech

A

Constraint-based nonlinear approach

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35
Q

We use nonlinear phonological theories to guide the analysis of a child’s speech to identify:

A

A. What a child knows about the phonological system:
i. segmental tier (i.e., sound segments and features)
ii. prosodic tier (i.e., phrase stress and
intonation, word length, word stress, word shape/sequences)
b. how a child’s knowledge of each tier interacts between tiers
c. what phonological knowledge is
missing that a child still needs
to learn.

36
Q

Bernhardt & Stemberger (2000) suggest that you organize the results of your analysis into a framework of goal types

A

New words and phrase structures
○ New segments involving new feautures
○ New combinations of existing features
○ New sequences of structures and segments

37
Q

GUIDING PRINCIPLES in CONSTRAINT-BASED NONLINEAR Target Selection

A

○ New features or segments should be targeted using established word structures, and new word structures should be targeted using established segments.
○ Selection of a goal or target from each of the four categories is recommended within intervention blocks that use a cyclical-goal attack strategy.
○ Cognitive-linguistic, personal-social, perceptual, and articulatory abilities should be considered even though non-default marked goals are preferred.
Consider selecting targets that would improve the intelligibility. Consider selecting more than one exemplar for each goal type.

38
Q

recommended for any children who have SSD, who have e segmental or prosodic difficulties.

A

Constraint-Based Nonlinear Approach

39
Q

based on Norris and Hoffman’s (2005) constellation model of language processing.

A

Neuro-Network Approach

40
Q

General goals are identified in

A

Neuro-network approach

41
Q

recommended for children with concomitant speech and language difficulties.

A

Neuronetwork Approach

42
Q

Goals identified for children with articulation impairment typically involve:

A

target sounds
activities and participation

43
Q

Gordon-Brannand & Weiss (2007) suggested that the selected sounds should be:

A

● correctly produced in one or more phonetic contexts
● most stimulable
● developed early

44
Q

Goal Attack Strategies for articulation impairment

A

● Vertical Structure
● Horizontal Structure
● Cyclical Structure

45
Q

Therapy Framework

A

● Antecedent
● Response
● Consequence Events

46
Q

What does the Vertical Structure target

A

1 or 2 speech target (phoneme, PP, word structure, etc.)

47
Q

Tasked is worked on until a predetermined criteria is met

A

Vertical structure

48
Q

Suitable for articulation impairment and phonological impairment

A

Vertical structure

49
Q

We provide multiple strategies for the child to learn 1 or 2 targets over a period of time

A

Vertical Structuring

50
Q

Considered by Elbert and Geirut as training deep

A

Vertical structure

51
Q

Considered as training wide by elbert and geirut

A

Horizontal structure

52
Q

What does the horizontal structure target?

A

3 or more targets that help with phonological impairment

53
Q

Enhances motor learning for MSD

A

Horizontal structure

54
Q

Speech production target over a specified time independent of accuracy

A

Cyclical Structure

55
Q

Similarities of CS to VS and HS

A

Like vs because 1 speech target pattern is targeted per session
Like hs because targets are worked on for a period of time

56
Q

delineation of stimulus events designed to elicit a response

A

Antecedent

57
Q

An antecedent could be

A

a verbal model, picture, printed material, or verbal instruction

58
Q

behavior targeted by the clinician

A

Response

59
Q

Response ranges from

A

It ranges from approximation of the desired behavior to production of the behavior in connected speech

60
Q

stabilized at one level of complexity before proceeding to the next level

A

Response

61
Q

Can be a reinforcement/punishment or feedback that follows the response

A

Consequence Events

62
Q

Tokens, points, chips

A

Tangible consequents

63
Q

smile or verbal
feedback

A

Informal reinforcers

64
Q

Treatment schedule is determined by the following:

A

○ client’s age
○ attention span
○ severity of the disorder
○ financial resources
availability of instructional services
size of the clinician’s caseload treatment models (pull out vs classroom-based instruction)

65
Q

refers to two or three sessions
each week over an extended period of time

A

Intermittent scheduling

66
Q

refers to daily sessions for a shorter temporal span (such as an eight-week block)

A

Block scheduling

67
Q

T or F Block scheduling was more efficient in achieving articulatory/phonological progress than was intermittent scheduling

A

TRUE

68
Q

the client is instructed in a treatment room

A

Pull out model

69
Q

the client is instructed in a classroom setting

A

Inclusion Model

70
Q

a. The clinician presents antecedent instructional events followed by client responses.
b. The client has little control over the rate and presentation of training stimuli.

A

Drill

71
Q

This differs from drill by
including an antecedent
motivational event

A

DRILL PLAY

72
Q

similar to drill play, but training stimuli are presented as activities

A

Structured Play

73
Q

Clinician arranges activities so that the target responses occur as a natural component of the activity and they may also use modeling self-talk and other techniques to elicit responses from the child,

A

Play

74
Q

process by which desired change in behavior in an intervention context facilitates change in the same behavior and/or different but related behaviors in non-intervention contexts.

A

Generalization

75
Q

This is the most important outcome of intervention.

A

Generalization

76
Q

2 types of generalization:

A
  1. Stimulus generalization
  2. Response generalization
77
Q

It occurs when a trained behavior is evoked with different stimuli

A

Stimulus generalization

78
Q

process in which responses that have been taught carry over to other behaviors that are not taugh

A

Response generalization

79
Q

various types of generalization that are expected in the articulation process:

A

across word position/context generalization
across linguistic unit generalization
across sound and across features generalization
across situations generalization

80
Q

■ generalization from a word position that is not taught
■ contextual generalization (also called phonetic context transfer)

A

across word position/context generalization

81
Q

shifting correct sound productions from one level of linguistic complexity to another (e.g., from syllables to words)

A

Across linguistic unit generalization

82
Q

■ the correct production of the target sound generalizes from one sound to another
■ It occurs most often with sound classes and/or between phonetically similar sounds

A

across sound and across features generalization

83
Q

also known as situational generalization
transfer of behaviors taught in the clinical setting to other situations and locations, such as school, work, or home.

A

across situations generalization

84
Q

STEPS in FACILITATING SELF-MONITORING

A
  1. The clinician monitors and provides verbal feedback
  2. The clinician monitors and provides nonverbal cueing (raises finder, head nod)
  3. The client “corrects“ themselves when they hear errors
  4. The client anticipates the errors and self-corrects.
  5. The correct productions are automatic.
85
Q

Important concepts in discharge

A

● maintenance phase
● automatization
● retention
● intersession retention
● habitual retention

86
Q

Elbert (1967) suggested dismissal might be based on 2 questions:

A

○ Has the maximum change in this individual’s speech behavior been attained?
○ Can this individual maintain this level of speech behavior and continue to improve with additional speech instruction?

1049 (4 decks)

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